Learning on mathematics with Mickey Mouse and Winne the Pooh

Our centre is currently working on a “mathematics” project as a majority of children have shown a huge interest in numbers, shapes and time, etc.  The children were spending a large amount of time on mathematical learning in different activities, storytelling, singing songs, drawing, constructing, puzzles etc.  My mind automatically flooded with questions, such as how can I extend children’s learning on mathematics through their favourite activities?  What kind of mathematics knowledge can I introduce to the children?  What other learning experiences could I offer the children?  Through research, I found some amazing software teaching mathematics for young children, I thought the computer could be a great resource for supporting and encouraging children’s learning on mathematics.

On a recent Friday morning, I set up the computer with the mathematics learning software (Disney Learning Preschool) for the children to explore.  Just as expected, the Mickey and Pooh features attracted children’s attention quickly.  H who is a nearly three years old boy gripped the mouse without any hesitation and started to explore the programme.  I noticed that he did not know how to play the game but he was confident in pressing the button of the mouse.  I explained the game to him and allowed him to choose the answer. He was very engaged in counting Pooh’s honey and finding the same shape as Mickey.  Soon after, a few children came to join us.  Unfortunately, H did not want to give others’ a turn until I asked him to share.  The following week, most of the children were fascinated with the computer.  The children always reminded us to turn the computer on by pointing to it and saying “Mickey, circle”, “Pooh bear.”

After the day I, used computer with H to further his learning on mathematics, I discussed with his dad about his learning and behaviour.  His dad told me H was given enough space to explore the different modern technology at home.  He knew how to turn on the TV, use the DVD player, and he enjoyed sitting on dad’s leg to use the computer, he even had an iPod Touch at home to play with (WOW)!  

As we all know, mathematics is important as it provides children with the skills and knowledge to support them in other curriculum areas.  Mathematical activities are embedded in their real-life activities which can help children develop language as they ask questions, develop fine motor skills when they touch and move objects, as well as improve  their social skills as they work with parents and others on a problem (Copley, 2006).  Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aoteraroa/early childhood curriculum promotes a holistic approach to the learning and development of children with its foundation being the learner, and the engagement of the learner within the learning environment (Ministry of Education, 1996).  Holistic teaching promotes a view of mathematics as a positive, self-motivated, self-directed problem-solving activity at the time that children first develop their mathematical beliefs, habits and feeling.

I chose to use the computer to extend children's learning and development of mathematics, because Clements (2002) advocates the use of computer in teaching mathematics as children learn through exploration, creative problem-solving and self-guided instruction.  Clements’s (2002) exploration and creative problem solving aspects of computer use are in line with Yelland’s (2002) who identifies that children are particularly interested in computer games which are challenging and narrative.  To me as an early childhood educator, I believe technology is not perfect, and it is evident that it is unpredictable and messy but one of the main implications was responsibility for teacher to guild the children through the activities.  “Technology cannot be separated from the responsibility that comes with it” (Mulbery, 1992, p.27) as it holds great power.  I will be aware of selecting software in accordance to children’s stage of development.

Sharing the chilcren's learning and mathematical thinking with parents is another effective way to extend learning from the centre, Greenman (2001) emphasizes that parents have a huge impact on the development of their children.  Interaction between parents and children are directly linked to children's opportunities to learn.  In that way, children will feel that mathematics is a part of their life as a whole, not only in an early childhood setting. 

Reference list:

Clements, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3 (2), 160-181.

Copley, J. V. (2006). The young child and mathematics. Washington, DC: NAEYC.

Greenman, J. (2001). Empowering parents? Child Care Information Exchange, 3, 56-59.

Yelland, N. J. (2002). Playing with ideas and games in early mathematics. Contemporary Issues in Early Childhood, 3(2), 197-215.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aoteraroa. Early childhood curriculum. Wellington, New Zealand: Learning Media.

Mulberg, C. (1992). Beyond the looking glass: Technological myths in education. In C, Budgett-Meakin (Ed.), Making the future work (p. 145-153). London: Longman.